Turning Around 1,000 Schools:Turning Around 1,000 Schools:The Story of Success for AllThe Story of Success for All

Kristin Anderson Moore Lecture

Child Trends

Robert E. Slavin

Johns Hopkins University

The GoalThe Goal

• Create whole-school reform approach for high-poverty elementary and middle schools that is:• Effective• Comprehensive• Replicable• Exciting for kids• Accepted by teachers

Professional Development Professional Development Approach in Success for AllApproach in Success for All

• Extensive professional development and coaching in:• Cooperative learning• Phonics• Comprehension strategies• Vocabulary• Classroom management

Structural Elements of Success for Structural Elements of Success for AllAll

• Supportive materials, software• Regrouping• School-wide progress monitoring and goal-

setting• Tutoring (now computer-assisted)• Facilitator• Embedded multimedia• Schools vote to adopt

Solutions TeamSolutions Team

• Family support• Integrated services• Behavior, attendance, cooperation, conflict

resolution• Social-emotional development

Current Status of Success for AllCurrent Status of Success for All

• 1000 schools in 47 states• Average school in program 10 years• About 80% free lunch, Title I schoolwide

projects• National network of 120 trainers, total

of220 staff• Recently received $50 million i3 grant

Research on Success for AllResearch on Success for All

• 35-school randomized evaluation• 120-school University of Michigan study• Many smaller matched studies• Positive effects on reading maintained to

8th grade• Reductions in special ed, retentions• Only whole-school program to meet

standards of Social Programs That Work

Precursors of Success for AllPrecursors of Success for All

• 1970-1972: Walking in the rain, WorldLab • 1975-1980: Basic cooperative learning research• 1980-1983: TAI Math• 1983-1985:CIRC Reading• 1985-1987: Cooperative Elementary School;

Reviews of research• 1985-1987: Invitation from Baltimore to create SFA

Early Development, Research, and Early Development, Research, and Scale-UpScale-Up

• 1987-1991: Initial implementations: Baltimore, Philadelphia• 1991-1996: New American Schools grants• 1997 Spin-off from Johns Hopkins

University, founding of Success for All Foundation

Scale-Up Issues in the 1990’sScale-Up Issues in the 1990’s

• Problem: Maintaining quality in a time of rapid growth• Added 50% to network each year• Experimented with partnerships• Capital problems• Hiring problems

Disaster: Reading FirstDisaster: Reading First

• Success for All not supported by Bush administration• Problems with Reading First• Result: Rapid drop-off, 60% cut in staff,

financial problems

Stabilization and Innovation in the Stabilization and Innovation in the 2000’s2000’s

• Substantial refinements to model:• Computerized monitoring• Solutions Team• Embedded multimedia• Interactive whiteboards• Improved middle school, high school• Math programs• Writing program• Leadership programs• Social-emotional learning and cognitive regulation

Investing in Innovation (i3)Investing in Innovation (i3)

• Goal: 1100 additional schools over 5 years• Partnerships with districts, states• Grants to Title I schoolwide projects• Building capacity• MDRC evaluation

What Have We Learned? What Have We Learned? I. CoachingI. Coaching

• Build national coaching capacity rather than relying on partners• Provide adequate coaching and monitor

quality• Be explicit but adapt to local needs• Obtain informed buy-in from teachers• Use school-based facilitators

What Have We Learned:What Have We Learned:II. Operations II. Operations

• Stay non-profit• Obtain adequate capital• Avoid depending on grants for ongoing

operations

Implications for PolicyImplications for Policy

• SFA demonstrates that reform can happen in ordinary Title I schools at scale• Fund and encourage promising programs• Insist on rigorous evaluations• Help with expertise, capital• Provide grants to schools to adopt proven

programs• Proactively disseminates information on

proven approaches, effective methods fairs

Vision for the FutureVision for the Future

• All Title I schools should have opportunity to choose among proven programs• Constant process of development,

evaluation, and scale-up of promising approaches• Results: Progressive, irreversible

improvement in outcomes for vulnerable children